Using Computer-Assisted Pronunciation Teaching (CAPT) in English Pronunciation Instruction: A Study on the Impact and the Teacher's Role

Autor/inn/en	Pourhosein Gilakjani, Abbas; Rahimy, Ramin
Titel	Using Computer-Assisted Pronunciation Teaching (CAPT) in English Pronunciation Instruction: A Study on the Impact and the Teacher's Role
Quelle	In: Education and Information Technologies, 25 (2020) 2, S.1129-1159 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pourhosein Gilakjani, Abbas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10009-1
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; Pronunciation Instruction; English (Second Language); Linguistic Input; Undergraduate Students; Comparative Analysis; Instructional Effectiveness; Foreign Countries; Pretests Posttests; Language Tests; Language Teachers; Independent Study; Iran + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausspracheübung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachbildung; Unterrichtserfolg; Ausland; Language test; Sprachtest; Language teacher; Sprachunterricht; Selbststudium
Abstract	Computer-Assisted Pronunciation Teaching (CAPT) provides EFL teachers with more alternatives to help learners who have serious problems in learning pronunciation. CAPT also provides EFL learners with a private, stress-free environment where they can have access to an enormous amount of input and repetitive practice pronunciation at their own pace. This study investigated Iranian teachers' role in using CAPT in teaching pronunciation. It also examined whether using CAPT enhanced a better English pronunciation instruction among Iranian sophomore EFL learners. The researchers used Pronunciation Power 2 (PP2) for this objective. First, a qualitative method was used. It involved interviews with a volunteer sample of three males and two females, with a total of five participants from one of the Azad Universities of Iran. The researchers used convenience sampling method for this study because participants were selected voluntarily. The researchers used semi-structured interview questions as the instrument of qualitative method. The data were collected and analyzed. The qualitative data analysis was done through reducing and displaying the collected data and drawing conclusions from the collected data. The findings of qualitative method indicated that PP2 provided appropriate teaching resources for teachers and met their teaching needs. PP2 also changed teachers' role from a dispenser of information to a facilitator of information. Second, a quantitative method was followed in which two groups of Iranian learners (one experimental and one control) participated in this research. The study sample involved 66 females and 34 males, with a total of 100 participants who were selected as convenient sample. Participants were exposed to the treatment of a CAPT teacher and a non-CAPT teacher. The researchers administered a pre-test as well as a post-test of English pronunciation to both groups. The data were analyzed through running the Paired Samples T-test method. The findings of quantitative research indicated significant pronunciation improvement in the experimental group of the learners who received CAPT instruction from their teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01